Pub Date : 2023-09-01DOI: 10.1177/13505076221101146
Annemette Kjærgaard, Elisabeth Naima Mikkelsen, Julie Buhl-Wiggers
The negative impacts of grades on students’ approach to learning and well-being have renewed the interest in gradeless learning in higher education, with the current literature focusing on the positive outcomes for students, including the advancement of student learning, reduced stress, increased motivation, and enhanced performance. While the idea of freeing students from the weight of grades sounds promising, grades are so integral to the educational system that the effects of learning without grades may not provide the relief intended. In this article, we present a qualitative case study of how business and management students experienced having gradeless learning in their first year of an undergraduate program. Our data show that students felt true ambivalence about learning without grades. Although gradeless learning was associated with less pressure, higher motivation, and a more collaborative approach to learning, it also engendered feelings of identity loss and uncertainty among students about their own performance and future opportunities. Our study contributes to previous studies on the impact of grades by revealing the ambivalence experienced by students when learning without the well-known metric of grades in a performance culture. Moreover, it provides new empirical insights into how business and management students experience gradeless learning.
{"title":"The gradeless paradox: Emancipatory promises but ambivalent effects of gradeless learning in business and management education","authors":"Annemette Kjærgaard, Elisabeth Naima Mikkelsen, Julie Buhl-Wiggers","doi":"10.1177/13505076221101146","DOIUrl":"https://doi.org/10.1177/13505076221101146","url":null,"abstract":"The negative impacts of grades on students’ approach to learning and well-being have renewed the interest in gradeless learning in higher education, with the current literature focusing on the positive outcomes for students, including the advancement of student learning, reduced stress, increased motivation, and enhanced performance. While the idea of freeing students from the weight of grades sounds promising, grades are so integral to the educational system that the effects of learning without grades may not provide the relief intended. In this article, we present a qualitative case study of how business and management students experienced having gradeless learning in their first year of an undergraduate program. Our data show that students felt true ambivalence about learning without grades. Although gradeless learning was associated with less pressure, higher motivation, and a more collaborative approach to learning, it also engendered feelings of identity loss and uncertainty among students about their own performance and future opportunities. Our study contributes to previous studies on the impact of grades by revealing the ambivalence experienced by students when learning without the well-known metric of grades in a performance culture. Moreover, it provides new empirical insights into how business and management students experience gradeless learning.","PeriodicalId":47925,"journal":{"name":"Management Learning","volume":"54 1","pages":"556 - 575"},"PeriodicalIF":2.4,"publicationDate":"2023-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45318091","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"管理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-08-21DOI: 10.1177/13505076231189776
Hany Shoukry, Pauline Fatien
Demands to re-embed coaching into its larger social context of operation have generated calls to better document the political aspects of this human learning and development process. To address this critical social turn, this empirical article explores the reframing by practitioners of their understanding of coaching practice, using a Freirean lens of oppression and emancipation. The study consists of a 9-month co-operative inquiry with a group of Egyptian practitioners engaged in a praxis comprising initial training and subsequent cycles of action and reflexive workshops about their coaching sessions. Our study found that a Freire inspired praxis led coaches to develop a dialectical understanding of oppression – moving from conflicting dichotomies to a dynamic view, which has implications for their attitude to and role in coaching. We discuss how the resulting politicization allowed the reframing of coaching as a social practice.
{"title":"That’s political! A Freirean perspective towards coaching as a social practice","authors":"Hany Shoukry, Pauline Fatien","doi":"10.1177/13505076231189776","DOIUrl":"https://doi.org/10.1177/13505076231189776","url":null,"abstract":"Demands to re-embed coaching into its larger social context of operation have generated calls to better document the political aspects of this human learning and development process. To address this critical social turn, this empirical article explores the reframing by practitioners of their understanding of coaching practice, using a Freirean lens of oppression and emancipation. The study consists of a 9-month co-operative inquiry with a group of Egyptian practitioners engaged in a praxis comprising initial training and subsequent cycles of action and reflexive workshops about their coaching sessions. Our study found that a Freire inspired praxis led coaches to develop a dialectical understanding of oppression – moving from conflicting dichotomies to a dynamic view, which has implications for their attitude to and role in coaching. We discuss how the resulting politicization allowed the reframing of coaching as a social practice.","PeriodicalId":47925,"journal":{"name":"Management Learning","volume":"1 1","pages":""},"PeriodicalIF":2.4,"publicationDate":"2023-08-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41814758","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"管理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-08-14DOI: 10.1177/13505076231192172
Nazarina Jamil, Maria Humphries-Kil, Kahurangi Dey (Ngāti Pūkenga, Ngāiterangi)
Freire’s pedagogy is commonly applied to the education of those relegated to known dangerous socio-economic exploitation locally and globally. In contrast, we apply his concerns to ourselves as among the seemingly privileged humans on this Earth. Through this essay, we challenge uncritical assumptions embedded in the forms of The Global Market normalized (and only occasionally challenged) in much business school education. We personalize ‘The Global Market’ as a particular representation of ‘Moloch’, an ancient deity demanding human sacrifice. We depict ‘Democracy’ as Moloch’s Handmaiden. Informed by Freire’s emancipatory values, we offer a contribution to management education that is responsive to, responsible for and response- able in the realization of global justice exemplified in (but not unique to) the aspirations of the United Nations. We offer an interpretation of the radical ethics of Emanuel Levinas whose attention lies with those countless people he claims each of us to have responsibilities for. Applied to the field of management education, we reflect on whether the United Nations-led Principles for Responsible Management Education offer opportunities to progress Freire’s Pedagogy of Hope to enhance forms of management learning infused with courageous love for universal emancipation from Moloch’s harms, an emancipation we express as universal justice.
{"title":"Infusing courageous love for universal dignity and environmental response-ability through management education and learning: Inspired By Freire’s dream","authors":"Nazarina Jamil, Maria Humphries-Kil, Kahurangi Dey (Ngāti Pūkenga, Ngāiterangi)","doi":"10.1177/13505076231192172","DOIUrl":"https://doi.org/10.1177/13505076231192172","url":null,"abstract":"Freire’s pedagogy is commonly applied to the education of those relegated to known dangerous socio-economic exploitation locally and globally. In contrast, we apply his concerns to ourselves as among the seemingly privileged humans on this Earth. Through this essay, we challenge uncritical assumptions embedded in the forms of The Global Market normalized (and only occasionally challenged) in much business school education. We personalize ‘The Global Market’ as a particular representation of ‘Moloch’, an ancient deity demanding human sacrifice. We depict ‘Democracy’ as Moloch’s Handmaiden. Informed by Freire’s emancipatory values, we offer a contribution to management education that is responsive to, responsible for and response- able in the realization of global justice exemplified in (but not unique to) the aspirations of the United Nations. We offer an interpretation of the radical ethics of Emanuel Levinas whose attention lies with those countless people he claims each of us to have responsibilities for. Applied to the field of management education, we reflect on whether the United Nations-led Principles for Responsible Management Education offer opportunities to progress Freire’s Pedagogy of Hope to enhance forms of management learning infused with courageous love for universal emancipation from Moloch’s harms, an emancipation we express as universal justice.","PeriodicalId":47925,"journal":{"name":"Management Learning","volume":" ","pages":""},"PeriodicalIF":2.4,"publicationDate":"2023-08-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43061927","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"管理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-07-29DOI: 10.1177/13505076231188056
S. Spoelstra
Stupidity is generally thought of as a hindrance to learning: an epistemic vice that stands in the way of knowledge and understanding. In this article, I challenge this idea by exploring some of the meanings of stupidity that place it in a positive relation to learning. In this light, the article discusses two notions of stupidity: stupidity as unfinished thought and stupefaction through study. I show how these forms of stupidity, rather than indicating a lack of learning, can be considered as a crucial part of the learning process. These types of desirable stupidity have come under increasing threat in academic cultures that are dominated by performance criteria. On the basis of this analysis, the article argues for the importance of academic practices that make room for these positive forms of stupidity and thereby facilitate what it means to be a student.
{"title":"Taking credit for stupidity: On being a student in the performative university","authors":"S. Spoelstra","doi":"10.1177/13505076231188056","DOIUrl":"https://doi.org/10.1177/13505076231188056","url":null,"abstract":"Stupidity is generally thought of as a hindrance to learning: an epistemic vice that stands in the way of knowledge and understanding. In this article, I challenge this idea by exploring some of the meanings of stupidity that place it in a positive relation to learning. In this light, the article discusses two notions of stupidity: stupidity as unfinished thought and stupefaction through study. I show how these forms of stupidity, rather than indicating a lack of learning, can be considered as a crucial part of the learning process. These types of desirable stupidity have come under increasing threat in academic cultures that are dominated by performance criteria. On the basis of this analysis, the article argues for the importance of academic practices that make room for these positive forms of stupidity and thereby facilitate what it means to be a student.","PeriodicalId":47925,"journal":{"name":"Management Learning","volume":" ","pages":""},"PeriodicalIF":2.4,"publicationDate":"2023-07-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47987258","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"管理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-07-29DOI: 10.1177/13505076231181194
Stefan Korber, P. Hibbert, L. Callagher, Frank Siedlok, Ziad Elsahn
In this article, we are interested in how togetherness in workplace friendships is experienced in the absence of physical co-presence. We explore practices through which we-experiences, that is, shared experiences that produce feelings of togetherness, are realized and maintained across time and space and how different we-experiences constitute different modes of togetherness. Findings from our autoethnographic phenomenological study suggest four modes. Transactive togetherness as vivid and intense we-experiences in the face of tight deadlines but little genuine we-experiences at other times. Retrospective togetherness as re-lived we-experiences when shared memories or stories are retold, recalled, and ‘brought back to life’. Associative togetherness as we-experiences that emerge in the light of immediate emotional and personal challenges that are addressed collectively. Projective togetherness as anticipated we-experiences that emerge from a compelling vision of each other in our work and personal life. We add to the current conversations on the continuous entanglement and interlocking nature of we-experiences, the temporality of togetherness at work, and how friendships are actively accomplished through individuals.
{"title":"We-experiences and the maintenance of workplace friendships: Being workplace friends together","authors":"Stefan Korber, P. Hibbert, L. Callagher, Frank Siedlok, Ziad Elsahn","doi":"10.1177/13505076231181194","DOIUrl":"https://doi.org/10.1177/13505076231181194","url":null,"abstract":"In this article, we are interested in how togetherness in workplace friendships is experienced in the absence of physical co-presence. We explore practices through which we-experiences, that is, shared experiences that produce feelings of togetherness, are realized and maintained across time and space and how different we-experiences constitute different modes of togetherness. Findings from our autoethnographic phenomenological study suggest four modes. Transactive togetherness as vivid and intense we-experiences in the face of tight deadlines but little genuine we-experiences at other times. Retrospective togetherness as re-lived we-experiences when shared memories or stories are retold, recalled, and ‘brought back to life’. Associative togetherness as we-experiences that emerge in the light of immediate emotional and personal challenges that are addressed collectively. Projective togetherness as anticipated we-experiences that emerge from a compelling vision of each other in our work and personal life. We add to the current conversations on the continuous entanglement and interlocking nature of we-experiences, the temporality of togetherness at work, and how friendships are actively accomplished through individuals.","PeriodicalId":47925,"journal":{"name":"Management Learning","volume":" ","pages":""},"PeriodicalIF":2.4,"publicationDate":"2023-07-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49367623","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"管理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-07-29DOI: 10.1177/13505076231185970
Nathalie Belhoste, A. Dimitrova
The impact of geopolitics on business activities is an undeniable reality, as reflected in the fact that a growing number of companies consider geopolitical risks as a substantial risk to their cross-border operations. Against this background, this article advocates developing the critical geopolitical awareness of management learners to allow them to better understand the risks and challenges posed by the rapidly changing and highly uncertain external environment. After explaining the specificities of the critical geopolitical approach, we discuss three selected case studies that show how it can be applied to complex crisis situations in which companies can become involved. We then highlight how developing critical geopolitical awareness could be beneficial to management learners as part of an incremental critical learning process. The latter is presented as a three-step process, aiming to: (a) increase knowledge of the international and local context by using the triangular framework of analysis (space-power-representations), which provides a deeper understanding of the external environment and how the strategies of both state- and non-state actors may affect business activities; (b) enrich traditional political risk models with a relational and multiscale approach to geopolitical risk; and (c) reconsider the role of corporate leaders and companies as (geo)political actors.
{"title":"Developing critical geopolitical awareness in management education","authors":"Nathalie Belhoste, A. Dimitrova","doi":"10.1177/13505076231185970","DOIUrl":"https://doi.org/10.1177/13505076231185970","url":null,"abstract":"The impact of geopolitics on business activities is an undeniable reality, as reflected in the fact that a growing number of companies consider geopolitical risks as a substantial risk to their cross-border operations. Against this background, this article advocates developing the critical geopolitical awareness of management learners to allow them to better understand the risks and challenges posed by the rapidly changing and highly uncertain external environment. After explaining the specificities of the critical geopolitical approach, we discuss three selected case studies that show how it can be applied to complex crisis situations in which companies can become involved. We then highlight how developing critical geopolitical awareness could be beneficial to management learners as part of an incremental critical learning process. The latter is presented as a three-step process, aiming to: (a) increase knowledge of the international and local context by using the triangular framework of analysis (space-power-representations), which provides a deeper understanding of the external environment and how the strategies of both state- and non-state actors may affect business activities; (b) enrich traditional political risk models with a relational and multiscale approach to geopolitical risk; and (c) reconsider the role of corporate leaders and companies as (geo)political actors.","PeriodicalId":47925,"journal":{"name":"Management Learning","volume":" ","pages":""},"PeriodicalIF":2.4,"publicationDate":"2023-07-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47489590","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"管理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-07-19DOI: 10.1177/13505076231183111
François-Xavier de Vaujany, Lucas D. Introna
Managerial education and managerial research are still deeply emplaced and emplacing phenomena. They are expected to be emplaced somewhere, in bounded space-times and in the powerful subjectivities of students and colleagues, awaiting their expression and expansion. This constitutes a strange extensive continuum which remains the heart of academic work. In this provocative essay, we invite organization scholars to de-place managerial phenomena and to become processual. We use one-block auto-ethnographic vignettes to show that existentiality matters and can lead to different life paths, in particular processual ones. In a final discussion, we offer a manifesto for those interested in cultivating processuality in their work as teachers and academics.
{"title":"Becoming processual: Time to de-place managerial education","authors":"François-Xavier de Vaujany, Lucas D. Introna","doi":"10.1177/13505076231183111","DOIUrl":"https://doi.org/10.1177/13505076231183111","url":null,"abstract":"Managerial education and managerial research are still deeply emplaced and emplacing phenomena. They are expected to be emplaced somewhere, in bounded space-times and in the powerful subjectivities of students and colleagues, awaiting their expression and expansion. This constitutes a strange extensive continuum which remains the heart of academic work. In this provocative essay, we invite organization scholars to de-place managerial phenomena and to become processual. We use one-block auto-ethnographic vignettes to show that existentiality matters and can lead to different life paths, in particular processual ones. In a final discussion, we offer a manifesto for those interested in cultivating processuality in their work as teachers and academics.","PeriodicalId":47925,"journal":{"name":"Management Learning","volume":" ","pages":""},"PeriodicalIF":2.4,"publicationDate":"2023-07-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46478786","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"管理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-07-03DOI: 10.1177/13505076231181670
Simone Faulkner, Mihajla Gavin, N. Hassanli, Anja Hergesell, P. Jasovska, E. Kaya, A. Klettner, J. Small, Christopher N Walker, R. Weatherall
Tension between individual and communal interests is endemic in neoliberal universities. As a group of 10 academics from a Business School in an Australian University, we employed the collective research method of memory-work to investigate how collegiality is experienced and learnt by academics. Although collegiality is employed to enable productivity and efficiency in the neoliberal university, our diverse yet intersecting experiences of collegiality diverged from this institutional construct. We shared and explored our memories of collegiality together during the COVID-19 pandemic and learnt how collegiality emerges through acts of care which produce feelings of support, visibility, and equality, thereby improving our wellbeing at work. We propose the concept of ‘collective collegiality’ as sitting alongside institutionalised notions of collegiality, representing a ‘counter space’ to performative notions of collegiality and enabling us to learn from each other how to navigate, survive, and even thrive, in the neoliberal academy. By enacting the lived experience of collective collegiality, we bring to light alternatives to neoliberal workplace ideals which may foster more organic, flexible workplaces and ways of working together.
{"title":"‘Maybe one way forward’: Forging collective collegiality in the neoliberal academy","authors":"Simone Faulkner, Mihajla Gavin, N. Hassanli, Anja Hergesell, P. Jasovska, E. Kaya, A. Klettner, J. Small, Christopher N Walker, R. Weatherall","doi":"10.1177/13505076231181670","DOIUrl":"https://doi.org/10.1177/13505076231181670","url":null,"abstract":"Tension between individual and communal interests is endemic in neoliberal universities. As a group of 10 academics from a Business School in an Australian University, we employed the collective research method of memory-work to investigate how collegiality is experienced and learnt by academics. Although collegiality is employed to enable productivity and efficiency in the neoliberal university, our diverse yet intersecting experiences of collegiality diverged from this institutional construct. We shared and explored our memories of collegiality together during the COVID-19 pandemic and learnt how collegiality emerges through acts of care which produce feelings of support, visibility, and equality, thereby improving our wellbeing at work. We propose the concept of ‘collective collegiality’ as sitting alongside institutionalised notions of collegiality, representing a ‘counter space’ to performative notions of collegiality and enabling us to learn from each other how to navigate, survive, and even thrive, in the neoliberal academy. By enacting the lived experience of collective collegiality, we bring to light alternatives to neoliberal workplace ideals which may foster more organic, flexible workplaces and ways of working together.","PeriodicalId":47925,"journal":{"name":"Management Learning","volume":" ","pages":""},"PeriodicalIF":2.4,"publicationDate":"2023-07-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46295813","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"管理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-06-30DOI: 10.1177/13505076231180847
J. Hietanen, Sideeq Mohammed
This essay is a personal reflection on the double-bind that we as critical management studies academics feel we face in our pedagogic practice. We want to bring about more ethical and responsible management through teaching our students critiques of the excesses of capitalism, but we are all too aware of capitalism’s extraordinary resilience as a mode of social, political and economic organization. We know how its tendencies readily co-opt even the most ardent criticism into its own ever-mutating paradigm. We thus feel torn between wanting our students to think and act critically, and the fear that critique is simply a part of the process itself. Rather than calling for raising awareness, relationality and the creation of difference, we present an accelerationist provocation. We invite critical management studies educators to struggle with us through upsetting considerations – that perhaps the most effective tactics for resistance might be to encourage and exacerbate capitalism’s excesses. We conclude with a note on melancholy pedagogy and the powers of hopelessness.
{"title":"Is it all just melancholic pedagogy? Accelerationism and the future of critical management education","authors":"J. Hietanen, Sideeq Mohammed","doi":"10.1177/13505076231180847","DOIUrl":"https://doi.org/10.1177/13505076231180847","url":null,"abstract":"This essay is a personal reflection on the double-bind that we as critical management studies academics feel we face in our pedagogic practice. We want to bring about more ethical and responsible management through teaching our students critiques of the excesses of capitalism, but we are all too aware of capitalism’s extraordinary resilience as a mode of social, political and economic organization. We know how its tendencies readily co-opt even the most ardent criticism into its own ever-mutating paradigm. We thus feel torn between wanting our students to think and act critically, and the fear that critique is simply a part of the process itself. Rather than calling for raising awareness, relationality and the creation of difference, we present an accelerationist provocation. We invite critical management studies educators to struggle with us through upsetting considerations – that perhaps the most effective tactics for resistance might be to encourage and exacerbate capitalism’s excesses. We conclude with a note on melancholy pedagogy and the powers of hopelessness.","PeriodicalId":47925,"journal":{"name":"Management Learning","volume":" ","pages":""},"PeriodicalIF":2.4,"publicationDate":"2023-06-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49167611","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"管理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-06-30DOI: 10.1177/13505076231179540
L. Tomkins, A. Bristow
This article examines the complex and often contradictory dynamics of organisational learning through the lens of paradox. Based on a 4-year action research programme in policing, our findings reveal two key tensions relating to knowledge control (codification-discretion) and knowledge disclosure (transparency-occlusion). Casting paradox as an ‘ either/and’ relationship, we use these themes of control and disclosure to explore the interplay of learning (where actions either enable and inhibit learning) and emotion (where actions either reduce and increase anxiety). We consider how knowledge and learning are entangled in issues of emotional and institutional security, which operate at the threshold between public-service and public-served. In the psycho-politics of this relationship, the police attempt to safeguard either themselves from the anxiety of unwarranted blame and their communities from the anxiety of unmediated disclosure of the dangers of the world. From this perspective, we theorise organisational learning in policing as a paradox of either success and failure, either care and self-care and either potence and impotence. While grounded in policing, our reflections have a broader relevance for the ways in which knowledge tactics both shape and reflect relations between organisations and their key stakeholders, especially those based on the contingent and incongruous logics of service.
{"title":"Paradoxes of organisational learning in policing: ‘The truth, but not the whole truth, for everyone’s sake’","authors":"L. Tomkins, A. Bristow","doi":"10.1177/13505076231179540","DOIUrl":"https://doi.org/10.1177/13505076231179540","url":null,"abstract":"This article examines the complex and often contradictory dynamics of organisational learning through the lens of paradox. Based on a 4-year action research programme in policing, our findings reveal two key tensions relating to knowledge control (codification-discretion) and knowledge disclosure (transparency-occlusion). Casting paradox as an ‘ either/and’ relationship, we use these themes of control and disclosure to explore the interplay of learning (where actions either enable and inhibit learning) and emotion (where actions either reduce and increase anxiety). We consider how knowledge and learning are entangled in issues of emotional and institutional security, which operate at the threshold between public-service and public-served. In the psycho-politics of this relationship, the police attempt to safeguard either themselves from the anxiety of unwarranted blame and their communities from the anxiety of unmediated disclosure of the dangers of the world. From this perspective, we theorise organisational learning in policing as a paradox of either success and failure, either care and self-care and either potence and impotence. While grounded in policing, our reflections have a broader relevance for the ways in which knowledge tactics both shape and reflect relations between organisations and their key stakeholders, especially those based on the contingent and incongruous logics of service.","PeriodicalId":47925,"journal":{"name":"Management Learning","volume":" ","pages":""},"PeriodicalIF":2.4,"publicationDate":"2023-06-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44067720","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"管理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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